Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania
DOI:
https://doi.org/10.55056/etq.795Keywords:
early-grade, early childhood education, e-learning, digital competence, pre-service teacher, digital literacyAbstract
This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.
Downloads
References
Alelaimat, A.M., Ihmeideh, F.M. and Alkhawaldeh, M.F., 2020. Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs. International Journal of Early Childhood, 52(3), pp.299–317. Available from: https://doi.org/10.1007/s13158-020-00276-2. DOI: https://doi.org/10.1007/s13158-020-00276-2
Anasel, M.G. and Swai, I.L., 2023. Factors to determine the adoption of online teaching in Tanzania’s Universities during the COVID-19 pandemic. PLOS ONE, 18(10), pp.1–16. Available from: https://doi.org/10.1371/journal.pone.0292065. DOI: https://doi.org/10.1371/journal.pone.0292065
Ary, D., Jacobs, L.C. and Sorensen, C., 2010. Introduction to Research in Education. 8th ed. Wadsworth, Cengage Learning. Available from: https://www.modares.ac.ir/uploads/En-Agr.Doc.AgriculturalExtension.7.pdf.
Asare, S., Emmanuel, M.K., Dankwah, E.A. and Eric, A.M., 2023. ICT integration in teaching and learning: Perceptions and practices in Ghanaian college of education. International Journal of Educational Technology and Learning, 14(2), p.7–15. Available from: https://doi.org/10.55217/101.v14i2.668. DOI: https://doi.org/10.55217/101.v14i2.668
Azhar, S., Hosam and Ahmed, S.S., 2022. Integration of ICT: The Missing Link in the Pre-Service Teacher Training Program at Karachi, Sindh. Journal for Educators, Teachers and Trainers, 13(4), pp.297–306. Available from: https://jett.labosfor.com/index.php/jett/article/view/1204. DOI: https://doi.org/10.47750/jett.2022.13.04.040
Bakari, A.D. and Ali, M.M., 2023. Introduction of ICT subject in Zanzibar primary education: Challenges and opportunities. Social Sciences & Humanities Open, 8(1), p.100522. Available from: https://doi.org/10.1016/j.ssaho.2023.100522. DOI: https://doi.org/10.1016/j.ssaho.2023.100522
Barakabitze, A.A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M.H., Maziku, H., Matofali, A.X., Iddi, A. and Sanga, C., 2019. Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities. Education Research International, 2019(1), p.6946809. Available from: https://doi.org/10.1155/2019/6946809. DOI: https://doi.org/10.1155/2019/6946809
Besigomwe, F., Opata, V.N. and Kisilu, A.S., 2023. Primary teacher education trainees’ preparation for integration of information communication technology in their pedagogical practices in Uganda. African Journal of Education, Science and Technology, 7(3), pp.463–478. Available from: https://www.ajol.info/index.php/ajedscitech/article/view/254566.
Brevik, L.M., Gudmundsdottir, G.B., Lund, A. and Strømme, T.A., 2019. Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, p.102875. Available from: https://doi.org/10.1016/j.tate.2019.07.005. DOI: https://doi.org/10.1016/j.tate.2019.07.005
Chasubuta, A.R., Ndibalema, P.M. and Loisulie, P., 2024. Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities. Educational Technology Quarterly, 2024(1), p.76–96. Available from: https://doi.org/10.55056/etq.695. DOI: https://doi.org/10.55056/etq.695
Chirwa, M., 2018. Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania. International Journal of Education and Development Using Information and Communication Technology, 14(2), pp.4–16. Available from: http://ijedict.dec.uwi.edu/include/getdoc.php?id=7696&article=2450&mode=pdf.
Cohen, L., Manion, L. and Morrison, K., 2007. Research Methods in Education. 6th ed. Routledge. Available from: https://islmblogblog.wordpress.com/wp-content/uploads/2016/05/rme-edu-helpline-blogspot-com.pdf.
Creswell, J.W. and Poth, C.N., 2023. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 5th ed. SAGE Publications.
Dhawan, S., 2020. Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), pp.5–22. Available from: https://doi.org/10.1177/0047239520934018. DOI: https://doi.org/10.1177/0047239520934018
Dong, C. and Xu, Q., 2021. Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT. Journal of Early Childhood Teacher Education, 42(3), pp.203–218. Available from: https://doi.org/10.1080/10901027.2020.1726843. DOI: https://doi.org/10.1080/10901027.2020.1726843
Donkoh, S. and Mensah, J., 2023. Application of triangulation in qualitative research. Journal of Applied Biotechnology & Bioengineering, 10(1), pp.6–9. Available from: https://doi.org/10.15406/jabb.2023.10.00319. DOI: https://doi.org/10.15406/jabb.2023.10.00319
Duan, S., Exter, M. and Li, Q., 2024. In their Ideal Future, Are Preservice Teachers Willing to Integrate Technology in Their Teaching and why? TechTrends, 68(4), pp.734–748. Available from: https://doi.org/10.1007/s11528-024-00978-7. DOI: https://doi.org/10.1007/s11528-024-00978-7
Fox-Turnbull, W., 2019. Enhancing the learning of technology in early childhood settings. Australasian Journal of Early Childhood, 44(1), pp.76–90. Available from: https://doi.org/10.1177/1836939119841457. DOI: https://doi.org/10.1177/1836939119841457
Gözüm, A.İ.C., Papadakis, S. and Kalogiannakis, M., 2022. Preschool teachers’ STEM pedagogical content knowledge: A comparative study of teachers in Greece and Turkey. Frontiers in psychology, 13. Available from: https://doi.org/10.3389/fpsyg.2022.996338. DOI: https://doi.org/10.3389/fpsyg.2022.996338
Hall, G.E. and Hord, S.M., 2015. Implementing Change: Patterns, Principles, and Potholes. 4th ed. Pearson Education, Inc. Available from: https://daneshnamehicsa.ir/userfiles/file/Manabeh/Implementing%20Change_%20Patterns,%20-%20Gene%20E.%20Hall%20(2).pdf.
Heine, S., Krepf, M., Jäger-Biela, D.J., Gerhard, K., Stollenwerk, R. and König, J., 2024. Pre-service teachers’ professional knowledge for ICT integration in the classroom: Analysing its structure and its link to teacher education. Education and Information Technologies, 29(9), pp.11043–11075. Available from: https://doi.org/10.1007/s10639-023-12212-7. DOI: https://doi.org/10.1007/s10639-023-12212-7
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M. and Zubairi, A., 2022. Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, p.100080. Available from: https://doi.org/10.1016/j.caeo.2022.100080. DOI: https://doi.org/10.1016/j.caeo.2022.100080
Jamhuri ya Muungano wa Tanzania and Wizara aa Elimu, Sayansi na Teknolojia, 2023. Mtaala wa Mafunzo ya Stashahada ya Ualimu Elimu ya Awali. Dar es Salaam: Taasisi ya Elimu Tanzania. Available from: https://www.tie.go.tz/uploads/files/Mtaala%20wa%20Ualimu%20wa%20Elimu%20ya%20awali%20FINAL.pdf.
Jamhuri ya Muungano wa Tanzania and Wizara aa Elimu, Sayansi na Teknolojia, 2023. Mtaala wa Mafunzo ya Stashahada ya Ualimu Elimu ya Msingi. Dar es Salaam: Taasisi ya Elimu Tanzania. Available from: https://www.tie.go.tz/uploads/files/Mtaala%20wa%20Stashahada%20ya%20UALIMU%20Elimu%20ya%20Msingi%20FINAL%20.pdf.
Jimola, F.E. and Oso, S.O., 2024. Pre-service teachers and online learning technology in practice today: Perceptions, preparedness and competence in E-practicum. International Journal of Technology in Education and Science, 8(3), pp.447–469. Available from: https://doi.org/10.46328/ijtes.562. DOI: https://doi.org/10.46328/ijtes.562
Kalinga, T. and Ndibalema, P., 2023. Teachers’ technological competencies in enhancing teaching and learning in secondary schools in Tanzania. Educational Technology Quarterly, 2023(2), p.121–140. Available from: https://doi.org/10.55056/etq.434. DOI: https://doi.org/10.55056/etq.434
Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T.Y. and Demirkol, M., 2023. Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling. Mathematics, 11(2), p.449. Available from: https://doi.org/10.3390/math11020449. DOI: https://doi.org/10.3390/math11020449
Khoboli, B. and O’toole, J.M., 2012. The Concerns-Based Adoption Model: Teachers’ Participation in Action Research. Systemic Practice and Action Research, 25(2), pp.137–148. Available from: https://doi.org/10.1007/s11213-011-9214-8. DOI: https://doi.org/10.1007/s11213-011-9214-8
Kulaksız, T. and Toran, M., 2022. Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach. International Journal of Educational Technology in Higher Education, 19(1), p.36. Available from: https://doi.org/10.1186/s41239-022-00344-8. DOI: https://doi.org/10.1186/s41239-022-00344-8
Lubuva, E.E., Ndibalema, P. and Mbwambo, E., 2022. Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania. Journal of Learning for Development, 9(3), p.436–454. Available from: https://doi.org/10.56059/jl4d.v9i3.705. DOI: https://doi.org/10.56059/jl4d.v9i3.705
Lubuva, E.E., Ndibalema, P. and Mbwambo, E., 2024. Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education. Arab Gulf Journal of Scientific Research, 42(4), p.1917–1936. Available from: https://doi.org/10.1108/agjsr-05-2023-0191. DOI: https://doi.org/10.1108/AGJSR-05-2023-0191
Machumu, H., Josephaty, J., Zhu, C. and Anania, A., 2022. Instructors’ experience with using ICT in facilitating student teachers learning in selected teachers colleges in Morogoro, Tanzania. Journal of policy and leadership, 9(1), pp.69–96. Available from: https://www.ajol.info/index.php/jpl/article/view/275984.
Manyengo, P.R., 2021. Digitalization in teaching and education in the context of COVID-19: United Republic of Tanzania. (Background report). Geneva: International Labour Organisation. Available from: https://www.ilo.org/publications/digitalization-teaching-and-education-context-covid-19-united-republic.
Masoumi, D., 2021. Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), pp.3009–3026. Available from: https://doi.org/10.1007/s10639-020-10399-7. DOI: https://doi.org/10.1007/s10639-020-10399-7
Masoumi, D. and Noroozi, O., 2023. Developing early career teachers’ professional digital competence: a systematic literature review. European Journal of Teacher Education, pp.1–23. Available from: https://doi.org/10.1080/02619768.2023.2229006. DOI: https://doi.org/10.1080/02619768.2023.2229006
Matete, R.E., Kimario, A.E. and Behera, N.P., 2023. Review on the use of eLearning in teacher education during the coronavirus disease (COVID-19) pandemic in Africa. Heliyon, 9(2), p.e13308. Available from: https://doi.org/10.1016/j.heliyon.2023.e13308. DOI: https://doi.org/10.1016/j.heliyon.2023.e13308
Maziko, A.O. and Nkunda, R.M., 2024. The Adoption of Online Teaching and Learning strategy in Tertiary Learning Institutions in Tanzania amidst COVID-19 pandemic. American Journal of Humanities and Social Sciences Research, 8(2), pp.92–99. Available from: https://www.ajhssr.com/wp-content/uploads/2024/02/J248029299.pdf.
McCoy, S. and Lynam, A.M., 2022. How field experience shapes pre-service primary teachers’ technology integration knowledge and practice. Teacher Development, 26(4), pp.567–586. Available from: https://doi.org/10.1080/13664530.2022.2074086. DOI: https://doi.org/10.1080/13664530.2022.2074086
Mohajan, H.K., 2018. Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), pp.23–48. Available from: https://doi.org/10.26458/jedep.v7i1.571. DOI: https://doi.org/10.26458/jedep.v7i1.571
Mtebe, J.S., Fulgence, K. and Gallagher, M., 2021. COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2), p.383–397. Available from: https://doi.org/10.56059/jl4d.v8i2.483. DOI: https://doi.org/10.56059/jl4d.v8i2.483
Mtebe, J.S. and Raphael, C., 2018. A Critical Review of eLearning Research Trends in Tanzania. Journal of Learning for Development, 5(2). Available from: https://doi.org/10.56059/jl4d.v5i2.269. DOI: https://doi.org/10.56059/jl4d.v5i2.269
Mwakyusa, W.P. and Ng’webeya, L.M., 2022. The Response of Tanzania Higher Learning Institutions to e-Learning during Covid-19 Pandemic. East African Journal of Management and Business Studies, 3(1), pp.19–28. Available from: https://doi.org/10.46606/eajess2022v03i01.0142. DOI: https://doi.org/10.46606/eajess2022v03i01.0142
Ndibalema, P., 2022. Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), pp.595–618. Available from: https://doi.org/10.1177/20427530221107510. DOI: https://doi.org/10.1177/20427530221107510
Ngao, A.I., Sang, G. and Kihwele, J.E., 2022. Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program. Education Sciences, 12(8), p.549. Available from: https://doi.org/10.3390/educsci12080549. DOI: https://doi.org/10.3390/educsci12080549
Ngodu, A., Ndibalema, P.M. and William, F., 2024. Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools. Educational Technology Quarterly, 2024(1), p.20–37. Available from: https://doi.org/10.55056/etq.704. DOI: https://doi.org/10.55056/etq.704
Ogegbo, A.A., Penn, M., Ramnarain, U., Pila, O., Van Der Westhuizen, C., Mdlalose, N., Moser, I., Hlosta, M. and Bergamin, P., 2024. Exploring pre-service teachers’ intentions of adopting and using virtual reality classrooms in science education. Education and Information Technologies, 29(15), pp.20299–20316. Available from: https://doi.org/10.1007/s10639-024-12664-5. DOI: https://doi.org/10.1007/s10639-024-12664-5
Olson, K., Lannan, K., Cumming, J., MacGillivary, H. and Richards, K., 2020. The Concerns-Based Adoption Model and Strategic Plan Evaluation: Multiple Methodologies to Understand Complex Change. Educational research: Theory and practice, 31(3), pp.49–58. Available from: http://www.nrmera.org/wp-content/uploads/2020/11/4-Olson-et-al-The-Concerns-Based-Adoption-Model.pdf.
Papavlasopoulou, S., Undheim, M., Meaney, T. and Esmaeeli, S., 2024. Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review. European Journal of Teacher Education, pp.1–18. Available from: https://doi.org/10.1080/02619768.2024.2341935. DOI: https://doi.org/10.1080/02619768.2024.2341935
Pokhrel, S. and Chhetri, R., 2021. A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), pp.133–141. Available from: https://doi.org/10.1177/2347631120983481. DOI: https://doi.org/10.1177/2347631120983481
Postic, N., 2021. Digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania: Digitalization, the future of work and teaching profession project. (Synthesis report). Geneva: International Labour Organisation. Available from: https://researchrepository.ilo.org/esploro/outputs/report/Digitalization-in-teaching-and-education-in/995219198202676.
Ruslin, Mashuri, S., Rasak, M.S.A., Alhabsyi, F. and Syam, H., 2022. Semi-structured Interview: A Methodological Reflectionon the Development of a Qualitative Research Instrumentin Educational Studies. IOSR Journal of Research & Method in Education, 12(1), pp.22–29. Available from: https://www.researchgate.net/publication/358906376.
Saimon, M., Lavicza, Z. and Dana-Picard, T., 2023. Enhancing the 4Cs among college students of a communication skills course in Tanzania through a project-based learning model. Education and Information Technologies, 28(6), pp.6269–6285. Available from: https://doi.org/10.1007/s10639-022-11406-9. DOI: https://doi.org/10.1007/s10639-022-11406-9
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H. and Jinks, C., 2018. Saturation in qualitative research: exploring its conceptualization and operationalization. Quality & Quantity, 52(4), pp.1893–1907. Available from: https://doi.org/10.1007/s11135-017-0574-8. DOI: https://doi.org/10.1007/s11135-017-0574-8
Sulistyaningtyas, R.E., Astuti, F.P. and Yuliantoro, P., 2023. Using Technology for Learning in Early Childhood Education : A Review of Asian Countries. Journal Of Education And Teaching Learning (JETL), 5(1), pp.46–56. Available from: https://doi.org/10.51178/jetl.v5i1.1013. DOI: https://doi.org/10.51178/jetl.v5i1.1013
Swai, C.Z., Nkaizirwa, J.P., Hugo, A.K., Mahenge, C.A. and Komba, P.S., 2022. Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment. Cogent Education, 9(1), p.2070053. Available from: https://doi.org/10.1080/2331186X.2022.2070053. DOI: https://doi.org/10.1080/2331186X.2022.2070053
Tandika, P.B., 2022. Instructional Materials and the Development of Young Children’s 21st Century Skills: Perspectives From Early Educators in Ukerewe, Tanzania. Journal of Research in Childhood Education, 36(1), pp.31–45. Available from: https://doi.org/10.1080/02568543.2020.1834473. DOI: https://doi.org/10.1080/02568543.2020.1834473
Tandika, P.B. and Ndijuye, L.G., 2019. Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania. Information and Learning Sciences, 121(1/2), p.79–94. Available from: https://doi.org/10.1108/ils-01-2019-0009. DOI: https://doi.org/10.1108/ILS-01-2019-0009
Tanzania UR. Ministry of Education and Vocational Training and UNESCO Office in Dar-es-Salaam, 2015. ICT competency standards for teachers in Tanzania. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000234822.
Taylor, S.J., Bogdan, R. and DeVault, M.L., 2016. Introduction to Qualitative Research Methods: A Guidebook and Resource. 4th ed. John Wiley & Sons. DOI: https://doi.org/10.1002/9781394260485
Teddlie, C. and Yu, F., 2007. Mixed Methods Sampling: A Typology With Examples. Journal of Mixed Methods Research, 1(1), pp.77–100. Available from: https://doi.org/10.1177/1558689806292430. DOI: https://doi.org/10.1177/1558689806292430
The United Republic of Tanzania and Ministry of Education, Science and Technology, 2020. National framework for teachers continuous professional development. Available from: https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf.
The United Republic of Tanzania and Ministry of Education, Science and Technology, 2024. Draft national digital education strategy 2024/25 – 2029/30. Available from: https://www.moe.go.tz/sites/default/files/Draft_National_Digital_Education_Strategy2024-2030-2.pdf.
Tomczyk, Ł., 2024. Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries. Evaluation and Program Planning, 105, p.102449. Available from: https://doi.org/10.1016/j.evalprogplan.2024.102449. DOI: https://doi.org/10.1016/j.evalprogplan.2024.102449
Tzavara, A., Lavidas, K., Komis, V., Misirli, A., Karalis, T. and Papadakis, S., 2023. Using Personal Learning Environments before, during and after the Pandemic: The Case of “e-Me”. Education Sciences, 13(1), p.87. Available from: https://doi.org/10.3390/educsci13010087. DOI: https://doi.org/10.3390/educsci13010087
Wilson, S., Murcia, K., Cross, E. and Lowe, G., 2024. Digital technologies and the early childhood sector: are we fostering digital capabilities and agency in young children? vol. 51, pp.1425–1443. Available from: https://doi.org/10.1007/s13384-023-00647-3. DOI: https://doi.org/10.1007/s13384-023-00647-3
Yildiz Durak, H., 2021. Preparing pre-service teachers to integrate teaching technologies into their classrooms: Examining the effects of teaching environments based on open-ended, hands-on and authentic tasks. Education and Information Technologies, 26(5), pp.5365–5387. Available from: https://doi.org/10.1007/s10639-021-10511-5. DOI: https://doi.org/10.1007/s10639-021-10511-5

Downloads
Submitted
Published
Data Availability Statement
Data is available in the manuscript
Issue
Section
License
Copyright (c) 2024 Winfrida Kambona

This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Accepted 2024-11-14
Published 2024-12-20